TWS 5

Lesson 1 (observed)
Teacher candidate- Hannah Smith

Date/Time- 10/4/16, 10:00am

School- Stone Academy

Subject/Grade- Science, 2nd

Description of lesson: Students will define what matter is.

Lesson Title: What is matter?
Curriculum Standards Addressed:

Standard 2.P.3: The student will demonstrate an understanding of the observable

properties of solids and liquids and the special properties of magnets

Instructional Objective
After reading the book, students will
construct a definition for matter and write it
in their booklets with no errors.

Assessment of Objective
Pre- checklist, making note of who is
volunteering answers
During- observation and probing
questions
What is matter?
What is something you
remember from the book?
Post- revisit checklist and read all
booklets

Materials:
1.
2.
3.
4.

Anchor chart
Matter booklets
Matter: See it, Touch it, Taste it, Smell it
Supply boxes

Prerequisites: In a previous lesson, we discussed different types of matter. They also watched a
video that discussed the definition of matter.
References: All ideas were generated by the 2nd grade team at Stone Academy.
Procedures:
1.
2.
3.
4.

Ask students, What are three states of matter?

Have them give an example of each
Explain we are going to be making a book about solids, liquids and gases.
Have students come up with different titles for their book

5. I will read Matter: See it, Touch it, Taste it, Smell it
6. We will come up with a definition of matter to write on the anchor chart
7. We will fill in the bubble chart as a class
a. Only orange bubbles
8. The students will return to their desks to decorate the cover of their Matter book
Accommodations: I will work more one-on-one with the lower students. I will have to walk
them through how to copy down the definition.

Lesson 2
Teacher candidate- Hannah Smith

Date/Time- 10/5/16, 1:30pm

School- Stone Academy

Subject/Grade- Science, 2nd

Description of lesson: Students will define what a solid is.

Lesson Title: What is a solid?
Curriculum Standards Addressed:

Standard 2.P.3: The student will demonstrate an understanding of the observable

properties of solids and liquids and the special properties of magnets

Instructional Objective
After watching the video, students will learn
the properties of a solid and construct a
definition to write in their booklet with no
errors.

Assessment of Objective
Pre- probing questions and thinking
web
During- observation and probing
questions
What is a solid?
Why is a rock a solid?
Post- read all booklets and revisit
thinking web

Materials:
1.
2.
3.
4.

Anchor chart
Matter booklets
Youtube video
Supply boxes

Prerequisites: In a previous lesson, we discussed different types of matter. They also watched a
video that discussed the definition of matter.
References: All ideas were generated by the 2nd grade team at Stone Academy.

Procedures:
1.
2.
3.
4.
5.
6.

Ask students, What are three states of matter?

Have them give an example of each
We will watch part of a video on Youtube. (stop at 5:18)
We will come up with a definition of a solid to write on the anchor chart
We will fill in the bubble chart as a class with examples of solids
The students will return to their desks to copy down the definition of a solid and write
three examples on their bubble chart. They will also draw and label four examples of
solids.

Accommodations: I will work more one-on-one with the lower students. I will have to walk
them through how to copy down the definition.

Lesson 3
Teacher candidate- Hannah Smith

Date/Time- 10/6/16, 1:30pm

School- Stone Academy

Subject/Grade- Science, 2nd

Description of lesson: Students will recognize that solids can be mixed and taken back apart.
Lesson Title: What is a solid and how does it mix?
Curriculum Standards Addressed:

Standard 2.P.3: The student will demonstrate an understanding of the observable

properties of solids and liquids and the special properties of magnets
Performance Standard: Teacher candidates will implement learning
strategies that promote cooperation.

Instructional Objective
By conducting the experiment, students will
demonstrate that solids can be mixed together
and taken back apart.

Assessment of Objective
During- probing questions and
observation
What did you notice?
Could we get it back to the way it was
before?

Materials:
1.
2.
3.
4.

Anchor chart
Matter booklets
Tangram shapes
Supply boxes

Prerequisites: In a previous lesson, we discussed different types of matter. They also watched a
video that discussed the definition of matter.
References: All ideas were generated by the 2nd grade team at Stone Academy.
Procedures:
5.
6.
7.
8.
9.

Ask students, What are three states of matter?

Have them give an example of each
We will watch the Matter Chatter song
Each table will get four different tangram shapes and a glass
I will tell one person at the table to put one shape in the glass. Then another person will
put a different shape in the glass and so on.
10. I will ask the students what type of matter the tangrams are.
11. Once all of the tables have mixed all of their tangrams, I will give them time to discuss
what they observe as a table group.
12. We will come back together as a class and discuss what they observed
Accommodations: My lower students will depend on their table groups more. I will make sure
the other table members are cooperating.

Lesson 4

Teacher candidate- Hannah Smith

Date/Time- 10/7/16, 1:30pm

School- Stone Academy

Subject/Grade- Science, 2nd

Description of lesson: Students will define what a liquid is.

Lesson Title: What is a liquid?
Curriculum Standards Addressed:

Standard 2.P.3: The student will demonstrate an understanding of the observable

properties of solids and liquids and the special properties of magnets

SSCA: (1) A safe and civil environment in school is necessary for students to learn and
achieve high academic standards. Students will listen to and respect the opinion of their
classmates during discussion.

Instructional Objective
Students will learn the properties of a liquid.

Assessment of Objective
Pre- probing questions and thinking
web
What do you think a liquid is?
What makes water a liquid?
Post- probing questions and add to
thinking web

Materials:
5.
6.
7.
8.

Anchor chart
Matter booklets
Youtube video
Supply boxes

Prerequisites: In a previous lesson, we discussed different types of matter. They also watched a
video that discussed the definition of matter.
References: All ideas were generated by the 2nd grade team at Stone Academy.
Procedures:
7. Ask students, What are three states of matter?
8. Have them give an example of each
9. We will read a poem about liquids
10. We will come up with a definition of a liquid to write on the anchor chart
11. We will fill in the bubble chart as a class with examples of liquids
12. The students will return to their desks to copy down the definition of a liquid and
write three examples on their bubble chart. They will also draw and label four
examples of liquids.
Accommodations: I will work more one-on-one with the lower students. I will have to walk
them through how to copy down the definition.

Lesson 5

Teacher candidate- Hannah Smith

Date/Time- 10/10/16, 1:30pm

School- Stone Academy

Subject/Grade- Science, 2nd

Description of lesson: Students will define what a liquid is.

Lesson Title: What is a liquid?
Curriculum Standards Addressed:

Standard 2.P.3: The student will demonstrate an understanding of the observable

properties of solids and liquids and the special properties of magnets

Instructional Objective
Assessment of Objective
By coloring on their coffee filter, students will During- probing questions
observe the properties of liquids.
What do you notice?
What state of matter is inside the
marker?

Materials:
1.
2.
3.
4.
5.
6.

Anchor chart
Supply boxes
Sharpies
Coffee filters
Paint brushes
Paper towels

Prerequisites: In a previous lesson, we discussed different types of matter. They also watched a
video that discussed the definition of matter.
References: All ideas were generated by the 2nd grade team at Stone Academy.
Procedures:
1.
2.
3.
4.
5.
6.

Ask students, What are three states of matter?

Have them give an example of each
We will re-read a poem about liquids
I will pass out the materials to the tables
I will give directions to the students while they are on the rug
Students will return to their seats to complete the activity

Accommodations: I will work more one-on-one with the lower students. I will have to walk
them through how to copy down the definition.

Teacher Use of Technology

I will be using technology in every lesson. We will utilize the Promethean board in lesson
one to write down the titles the students come up with. In lesson two, the students will
watch a video on YouTube on the Promethean board. We will also watch the Matter
Chatter song on YouTube in lesson three. In lesson four, I will use the document camera
to show the students the poem. I will also use the document camera in the final lesson.

Student Use of Technology

I do not think technology fit into this unit of study. The major assessment for the unit was
the booklet the students completed. It did not include any type of technology.

Activity Analysis

I am having the students complete the pages in the matter book because it supports all
lesson objectives. According to the pre-assessment the students took, they had no prior
knowledge of states of matter. I think the booklet would give them something concrete to
study. It also allowed them to draw their own pictures of the states of matter. I think this
helps them to remember them better. The students need their booklets and supply boxes
to complete them. Thinking of examples and drawing them incorporates higher level
thinking.
I am having the students participate in the coffee filter activity to reinforce the concept of
liquids. From asking them probing questions, it seemed like most of them did not
understand what a liquid was. Each student will need a coffee filter, two markers, a paint
brush, a cup of water and a sharpie. I brought in higher level thinking by asking the
students what type of matter was in a marker. I also asked them what was happening to
the colors when they put water on it.

Lesson 6 (observed)
Teacher candidate- Hannah Smith

Date/Time- 10/19, 9:30

School- Stone Academy

Subject/Grade- Reading, 2

Description of lesson: We will read a Scholastic News magazine as a class and discuss the main
idea.
Lesson Title: Fuzzy Friends
Curriculum Standards Addressed:

Standard 6: Summarize key details and ideas to support analysis of central ideas.
o 6.1 Retell the central idea and key details from multi-paragraph texts; summarize
the text by stating the topic of each paragraph heard, read, or viewed.

SSCA: (1) A safe and civil environment in school is necessary for students to learn and
achieve high academic standards. Students will listen to and respect the opinion of their
classmates during discussion.

Instructional Objective
Students will summarize the text by stating
the topic of each paragraph.

Assessment of Objective
I will monitor students answers during the
group discussion by using a checklist.

Materials:
1.
2.
3.
4.
5.

Magazines
Highlighters
Promethean board
Clip boards
Pencils

Prerequisites: We began discussing main idea and details on Monday. Students have been
practicing this skill for a few days.
References: All ideas were generated by the second-grade team at Stone Academy.
Procedures:
1.
2.
3.
4.
5.
6.
7.

I will point out essential question to students

We will watch a Flocabulary video about main idea and details
I will pass out the magazines
I will call each row to go get a clipboard
I will assign a student to pass out highlighters
I will show the magazine on the screen and we will read each section
For each section we will:
a. discuss the purple vocabulary words
b. point out the heading and subheadings, we will discuss
c. highlight the subheadings together
d. Highlight two supporting details
8. We will discuss the main idea of the whole article (the heading)
Accommodations: My two low students will be pulled out during this time.

Checklist
Student
1
2
3
4
5
6
7
8
9
10

Correct answers?

Correct answ
11
12
13
14
15
16
17
18
19
20
21

Lesson 7 (observed)
Teacher Candidate-Hannah Smith

Date/Time- 9/14/16, 8:00am

School- Stone Academy

Subject/Grade- Social Studies, 2

Description of lesson: Students will practice telling time, building a community and reading
graphs.
Lesson Title: Morning Meeting
Curriculum Standards Addressed:

2.MDA.6 Use analog and digital clocks to tell and record time to the nearest five-minute
interval using a.m. and p.m
2.MDA.10 Draw conclusions from t-charts, object graphs, picture graphs, and bar graphs.

Instructional Objective(s)
The student will use analog clocks to tell and
record time to the nearest five- minute
interval.
The student will draw conclusions from a
picture graph.

Assessment of Objective(s)
During the lesson, students will be
writing answers on their white boards.
They will hold the board up for me to
check over it.

Materials: Promethean board, markers, boards, erasers

References: All ideas were generated from the 2nd grade team at Stone Academy
Procedures:
1.
2.
3.
4.
5.

I will call the students to the carpet

The students will do the greeting I have on the board
Then, they will share, do the activity and read the morning message
The students will get a board, marker and eraser and return to their spot
I will show the calendar for September and they will write the date, day of the week and
tell me what tomorrow is. They will also write what yesterday was.
6. We will practice reciting our money poem
7. I will drag coins into the piggy bank and the students will write how much money it is on
their white board
8. We will go over the answer
9. I will set the clock to a time and the students will write the time on their boards
10. We will go over the answer
11. The students will practice reading a pictograph and key
12. Students will return their board, marker and eraser
Accommodations: One student will be using a clip board and pencil instead of the white board.
We figured out he seems to get distracted with the other materials.

Lesson 8 (observed)
Teacher candidate- Hannah Smith
School- Stone Academy

Date/Time- 11/3, 11:50

Subject/Grade- Math, 2

Description of lesson: Students will practice telling time using analog clocks.
Lesson Title: Teaching Time
Curriculum Standards Addressed:
2.MDA.6 Use analog and digital clocks to tell and record time to the nearest fiveminute interval using a.m. and p.m.
SSCA: (1) A safe and civil environment in school is necessary for students to
learn and achieve high academic standards. Students will listen to and respect the opinion
of their classmates during discussion.

Objective

Assessment of Objective

Students will use analog and digital clocks to

tell and record time.

I will assess the students during the lesson

with probing questions. After the lesson, I will
look at their workbook pages.

Materials:
1.
2.
3.
4.
5.
6.
7.
8.
9.

Dry erase boards

Markers
Erasers
Clocks
Promethan board
Chromebooks
Math workbooks
Student clocks
Decks of cards

Prerequisites: We began discussing time on Monday. Students have had practice recording time
with digital and analog clocks.
References: All ideas were generated by the second grade team at Stone Academy.
Procedures:
1. I will begin by reading What Time is it Mr. Crocodile?
2. I will stop throughout the book to ask students questions
3. I will teach the mini-lesson from the workbook
4. Students will solve problems on their white boards and use their clocks to show
me different times.
5. Students will go to three stations
a. BOB- Mrs. Peace calls their math workbooks BOB. It stands for
big ol book. Students will complete a page, front and back.
b. Chromebooks- Students will be on Compass Learning. This is a
website that is individualized to every student. Each student has assignments
assigned to them based on their MAP scores. This is a way we differentiate
learning.
c. Partner game- Students will be playing a card game with a partner.
Each group has a deck of cards and a clock. One student flips over two cards. The
first card is their hour hand. The second card is the minute hand. They make the
time on their clock and their partner has to tell them what time it is.
6. Each student will go to every station for fifteen minutes.
Accommodations: My two low students will be pulled out during this time.